Objective of DLP

DLP aims to develop a child’s fullest potential in the least time possible and at the least cost and help them achieve the highest levels of mastery in science, math and the humanities based on international standards.

A teaching method (not a curriculum!)

Dynamic Learning Program or DLP is a teaching method focused on developing students to become independent learners. It is a synthesis of classical and modern pedagogical theories adapted to foster the highest level of learning, creativity and productivity.

Independent learning strategy

DLP is geared towards promoting independent learning in students to improve academic performance particularly in Science, Innovative Technology, Engineering, and Mathematics.

Disaster-resilient learning approach

It is a disaster-resilient teaching method since learning is not limited within a classroom. It uses parallel learning groups, activity-based multi-domain learning, in-school comprehensive student portfolio, and strategic study and rest periods.

Four Components of DLP

Parallel Classes Learning Scheme

  • Two to three classes per subject are held simultaneously during one period, with just one expert teacher.
  • Facilitators (other subject matter experts) supervise the classes.
  • Students work on the Learning Activity Sheets (LAS) on their own.
  • The expert teacher comes in the class at the last 15-20 minutes of the period to process what the students learned on their own.
  • Addresses the problem on the lack of subject matter experts
  • Promotes independent student learning. Contact time of teachers with students is equivalent to just one period a week
  • Shifts role of teacher from lecturing all day to facilitating learning by processing what students learned on their own as they worked on the LAS

Activity-based Multi-Domain Learning

  • Daily Learning Activity Sheets (LAS) are developed by subject matter experts before the start of the school year
  • Tackles only one important topic per LAS (e.g. 1 LAS for addition, 1 LAS for subtraction, etc.).
  • Each LAS contains a clear, simple, specific, and attainable (1) learning targets, (2) concept notes/introduction, (3) one to two examples, and (4) three to five activities that the students will do on their own during the period
  • Apart from the exercises, everything should fit in one page only so the LAS should be concise
  • LAS is written on the board/projected on-screen by the facilitator.
  • Students are required to copy everything before doing the activities which aids in retention
  • LAS are accomplished by students without prior lecture.
  • Tasks progress from easy to medium to difficult to engage even the intellectually challenged.
  • Makes majority of learning individualized
  • Fosters learning by doing (discovery approach)
  • Forces students to focus on task on hand
  • Develops discipline, organization, confidence, and composure in the face of difficulty
  • Promotes mastery of coverage and stamina (A DLP student answers an average of 5,000 questions/activities per year.)

In-school Comprehensive Student Portfolio

  • Compilation of all Learning Activity Sheets (LAS), small projects, exams and quizzes of each student for each subject for the entire year (Math portfolio, Science portfolio, etc.)
  • Left in school for the entire school year
  • “Proof” of student’s learning
  • Develops student’s accountability
  • Trains students on the scientific habit of documentation
  • The portfolio are easy references (1) for principals to assess the performance of the teachers, and (2) for parents to evaluate their children’s performance.

Strategic Study and Rest Periods

  • Zero homework for the life of the student in school
  • Only four academic days – Mondays, Tuesdays, Thursdays, Fridays
  • Wednesdays are for MAPEH, Christian Living, CAT, remedial classes and extra-curricular activities
  • No homework policy removes dependence of students on parents/tutor to do their school work for them. It forces students to concentrate in school. It also nurtures better relationships among family members as students can spend time with family instead of doing homework.
  • Allows the students to rest which aids in brain development. Health experts say that children age five to 10 need 10 to 11 hours of sleep, while children age 10 to 17 need 8.5 to 9.25 hours of sleep. Giving students more homework is counter-productive, especially for slow learners.

About the Founders

At present, Dr. Chris and Dr. Marivic strive to play a dual role in their effort to contribute in the development of the Philippines. As physicists, they founded the Research Center for Theoretical Physics in Jagna, Bohol, which organizes activities for physicists and graduate students in physics and mathematics. They have organized international workshops on advances in theoretical physics in Jagna, Bohol. As educators, they are now very much involved in the High School level, looking at ways to improve basic education in the Philippines.

The Bernido couple have presented scientific papers and given seminars in different countries such as Switzerland, France, Spain, Portugal, Australia, Germany, Vietnam, Taiwan, and Thailand, among others. Their current research interests aside from education include stochastic processes in neuroscience, protein dynamics, and industry dynamics.

Dr. Christopher Bernido

Dr. Ma. Victoria Carpio-Bernido

DLP vs. Traditional Teaching Method

Under DLP, lecture is only 1/4 of the time, and the rest of the class time is allotted for written activities. It enables students to take responsibility for his own learning with minimal supervision.

Learning Activity Sheets (LAS)

The main tool that DLP uses are the learning activity sheets or LAS. LAS are well-prepared independent activity sheets expressing the basic idea to be learned by the students. LAS are given to students one learning activity at a time. From the chalkboard, projector, or TV screen, students copy the lessons by hand on the LAS to enhance memory retention.

Benefits of using LAS:

  • Addresses the problem of lack of books
  • Bypasses problem of large classes since majority of learning is individualized
  • Fosters learning by doing
  • Promotes mastery over coverage. A student answers an average of 5,000 questions/activities per year
  • Writing promotes endurance and stamina, which are important skills in taking up STEM courses
  • Forces students to focus on the task at hand
  • Daily activities develop critical thinking, which is also an important foundation for STEM
  • Develops discipline, organization, confidence, resilience in the face of difficulty
  • As long as the LAS are ready, students learn 80% of the time, even without an expert teacher (disaster-resilient pedagogy)
  • Bypasses problem of lack of school supplies. One student only needs one ream of brown paper (Php 80) per year, plus ballpen

Success Indicators of Implementing DLP


Improved performance of students in standardized tests like NAT and NCAE


Increase in number of students passing university entrance exams


Decrease in the number of students who cut classes and don't attend school


Improvement in the behavior of students


Students becoming more organized, disciplined, responsible and focused

Awards & Recognitions

The 48th Anvil Award of Merit (March 2013)/

The 11th Philippine Quill Award of Excellence (November 2012)